STATE OF INDIANA 



OUTLINE 



Township... 
Institute 
...Work 



TOGETHER WITH 



Announcements for the Teachers' 
and Young People's Read- 
ing Circles 



Issued by the Department of Public Instruction 



FASSETT A. COTTON 

State Superintendent of Public Instruction 

1904 

WM. B. BURFORD PRINT, IND'PL8. 



STATE OF INDIANA 



OUTLINE 



Township Institute Work 



to»;kthkr with 



Announcements for the Teachers' 



and Young People's Reading Circles 



Issued by the Department of Public Instruction 



FASSETT A. COTTON 

State Superintendent of Public Instruction 



1904 



WM. B. BURFORD, PRINTER, INDIANAPOLIS 



04- 



CONTENTS 



Page. 

Introduction 5-6 

The Laws — 

Relative to Township Institutes 7 

Relative to the Teachers' Wage 7 

First Institute— 

Program 8 

Outlines of Subjects 8-13 

Second Institute — 

Program 14 

Outlines of Subjects . 14-18 

Third Institute — 

Program 19 

Outlines of Subjects 19-22 

Fourth Institute — 

Program 23 

Outlines of Subjects 23-28 

Fifth Institute — 

Program 29 

Outlines ofSubjects 29-34 

Sixth Institute — 

Program 35 

Outlines of Subjects 35-39 

Seventh Institute — 

Program 40 

Outlines of Subjects 40-43 

Reading Circles 45-59 

Teachers' Circle 45-49 

Young People's Circle 49-59 



INTRODUCTION, 



Of all Indiana's educational meetings without doubt 
the Township Institute is the one that accomplishes 
most for the schools. When the work that is planned 
is done systematically and thoroughly the institute is 
a regular training and professional school for all the 
teachers, and is particularly helpful to new teachers. 
And everything is done to make good work possible. 
The best books obtainable are selected for study and 
the best program possible is made. The Trustee, 
with the advice of the County Superintendent, selects 
an experienced and competent teacher as Township 
Principal whose duty it is to take entire charge of 
the work in the institute in the absence of the County 
Superintendent, to serve as Chairman of the Pro- 
gram Committee, and to carry out the instructions 
of Superintendent and Trustee. Indeed, the success 
of the institute depends very largely upon the Prin- 
cipal, who should be the strongest student, teacher, 
and leader available. 

The law provides that the County Superintendent 
"shall hold one preliminary institute in each township 
in his county, before the opening of the schools each 
year, for the purpose of helping the teachers in the 
organization of their schools and giving any other 
needed assistance; but instead of holding such pre- 
liminary institute in each township, he may hold a 
joint institute for two or more adjoining corpora- 
tions." The joint preliminary institute is to be com- 
mended because in this way the Superintendent may 
meet all the teachers in the county early in the school 
year. All duties for these preliminary or first insti- 
tutes should be assigned as long before the meeting 



as possible, so that good, strong preparation may be 
made by the teachers. And preparation on the part 
of the teacher is essential. Without this the best 
books, the strongest programs that can be planned, 
the best Principal, and the most careful work of 
Superintendent and Trustee will fail to make a suc- 
cessful institute. Every teacher should make careful 
preparation upon all the work of the institute. It is 
not sufficient for the teacher to prepare merely the 
work assigned him. And the Trustee has no legal 
right to pay for mere passive attendance. The 
teacher should take an active, intelligent Interest in 
all the work. But he can not do this if his prepara- 
tion for the institute is always left till the Friday 
night before the meeting, to be hurriedly skimmed 
over for the next day. He must do some careful, sys- 
tematic study daily. He should plan his work so 
that he can give his best sustained efforts to these 
subjects. He can rest assured that nothing is of 
larger importance, and that nothing will bring larger 
returns. The books selected this year, the work 
planned, and the supplemental books suggested are 
all worthy of our best efforts. 

With the full assurance that all will enter upon the 
work enthusiastically, and that every school in the 
State will be influenced by the Township Institutes, 
I am, yours truly, FASSETT A. COTTON, 

State Superintendent of Public Instruction. 



THE LAWS CONCERNING TOWNSHIP 

INSTITUTES, AND TEACHERS' 

WAGES. 



THE TOWNSHIP INSTITUTE. 

At least one Saturday in each month during which 
the public schools may be in progress shall be de- 
voted to township institutes, or model schools for the 
improvement of teachers; and two Saturdays may 
be appropriated, at the discretion of the Township 
Trustee of any township. Such institute shall be 
presided over by a teacher, or other person, desig- 
nated by the Trustee of the township. The Town- 
ship Trustee shall specify, in a written contract with 
each teacher, that such teacher shall attend the full 
session of each institute contemplated herein, or for- 
feit one day's wages for every day's absence there- 
from, unless such absence shall be occasioned by 
sickness, or such other reason as may be approved by 
the Township Trustee, and for each day's attend- 
ance at such institute each teacher shall receive the 
same wages as for one day's teaching: Provided, 
That no teacher shall receive such wages unless he or 
she shall attend the full session of such institute and 
perform the duty or duties assigned. 

THE TEACHERS' WAGE LAW. 

The daily wages of teachers for teaching in the 
public schools and attending township institutes shall 
not be less than the amount determined by multiply- 
ing two and one-fourth, two and one-half or two and 
three-fourths cents (according to the number of years' 
experience as a teacher) by the general average of 
scholarship and success, plus two per cent, If the 
teacher attended full time at the county institute: 
Provided, That only the general average of schol- 
arship, plus the two per cent, (if the teacher attended 
full time at the county institute), shall be used in 
determining the wages of beginning teachers, 

-7- 



FIRST (PRELIMINARY) INSTITUTE, 



PROGRAM. 

9:00 a. m. 1. Opening Exercises. 

2. Roll Call. Responses; quotations from 

the Bible. 

3. School Management. Chapters .1, II 

and XI. 
Note— Assign a teacher to each chapter. 

4. Declamation. 

5. The Social Spirit in America. 
12:00 NOON. 

1 :00 p. m. 6. Music. 

7. Address by the County Superintend- 

ent. 

8. Declamation. 

9. The State Course of Study. 

3:20 Assignment of Work for Second In- 

stitute. 
3:25 Miscellaneous Business. 

3:30 Adjournment. 

3. SCHOOL MANAGEMENT. 

An attempt has been made in the outline to adjust 
the work to the needs of the teachers who will study 
this book. The author has dealt with his subject in 
the broadest way, but there are some topics that are 
of more specific importance than others to teachers 
in the district schools, and these should have the 
stress. After all has been said that can be said upon 
the question of school management the fact remains 
that the thing for each teacher to do is to teach 
school. The question then becomes one of teaching 
The chief factors involved in the process are toacher 



9 



and pupil, and the chief means to be employed in 
carrying on the process is the recitation. These are 
the live elements in school teaching— all others are 
incidental and supplemental. 

Teacher, pupil and recitation must be kept upper- 
most, then, and the work for the seven institutes 
makes this idea dominant. Here is a chance for the 
teachers of the State to do some good, strong, profes- 
sional work. It will require systematic study and 
preparation. To make the work as efficient as possi- 
ble the following suggestions are made to the teach- 
ers who will undertake it: 

First, read the entire book as it is written, before 
the first institute. 

Second, read the book in the order suggested as the 
work proceeds. 

Third, in the light of the conditions under which 
you are teaching, study closely and question each 
statement the author makes. 

Fourth, in order to emphasize the chief factors, 
teacher, pupil and recitation, three splendid books 
are suggested as supplemental: Huntington's "Un- 
conscious Tuition"— to give larger insight into and 
greater respect for the teacher's calling; Elizabeth 
Harrison's "Study of Child Nature"— to give a better 
understanding of the pupil; and McMurry's "Method 
of Recitation"— to show how to conduct a live les- 
son. These books might well be the constant com- 
panions of every teacher. 

Note.— If this work is not assigned for the prelim- 
inary institute it should be assigned for the next 
regular meeting, as it is too important to omit. 

Outline. 

(Chapters I, II and XI.) 

(1) Chapter I— The Nature and Scope of School 
Management. 
1. The present conception of the school. 



10 

2. How has the theory of school government i 

changed? 

3. The relation of school and community. 

4. The teacher's attitude toward the commu- 

nity. 

5. School system and factory system compared. 

6. The question of uniformity. 

(2) Chapter II— The Teacher. 

1. Personality and what it carries with it. 

Read Huntington's "Unconscious Tuition." 

a. Intellectual fitness. 

b. Moral fiber. 

c. Sincerity. 

d. Honesty. 

e. Social qualities. 

f. Cheerfulness. 

g. Genuineness. 

2. Good health. 

3. The question of outside duties. 

4. Merit and the selection of teachers. 

(3) Chapter XI— The Recitation. 

1. What it is. 

2. What it should do. 

3. Interest as a factor. 

4. Means used. 

5. Method. 

6. Device. 

7. Assignment. , 

5. THE SOCIAL SPIRIT IN AMERICA. 
Chapter I— Introduction. 

Sociology as a science. The universality of Relig- 
ion. Its origin. Religion and Sooiology. Test of be- 
liefs. Elements of motive. The primary motives. 
Other motives. Scientific curiosity. Fellowship. Con- 
science. Religion. Self-interest. The social spirit 
and institutions. The growth of institutions. Com- 
petition. Customs. Special sciences. Movements of 



11 

the social spirit Types. How improvements begin. 
Functions of voluntary associations. Debatable ques- 
tions. Purpose of this book. Nature of civilization. 
Variety of service. Specialization in philanthropy. 
Relation of various philanthropic movements. 

Questions. 

Can you enlarge or correct the definition of the ob- 
jects of human association (pp. 12-13)? Is there a 
distinction between "selfishness" and "the interests 
of self?" What human interests are served by the 
family? By the school? Describe the difference be- 
tween habit, custom, fashion, manners, law. Crit- 
icise Lord Russell's definition of civilization. Give 
examples from your own knowledge of the types of 
association (p. 18). Describe the origin and first 
efforts of some local association, club, lodge, society. 
Criticise their methods and effects and give your rea- 
sons. 

Chapter II— Home-Making as a Social Art. 

Family members. Social functions. Forms and de- 
velopment. Social interests at stake. Standards of 
conduct. Christian law. The actual conditions in the 
higher and lower states of society. Furniture and 
morals. Low wages. Defects in the dwelling. Ab- 
sence of mothers. Temptations of youth. The boy 
and the home. Essential elements. Intemperance 
and other causes of degeneration. Divorce. The 
home. Household accounts. Instruction in cooking. 
: Cooperative housekeeping in cities. Care of the home. 
Homes of luxury. Comment of Octavia Hill. Aes- 
thetic element in the house. Example and discussion. 
County fairs. The intellectual life of home. "The 
unsocial club of women," Mrs. Grubb. Broken lives. 
Our leisure class. Religion in the home. The 
Mothers' Union. The ideal of mothers. 



n 



Questions. 

How can we test domestic conduct? By what 
rules? How does extreme poverty injure the home? 
What are the effects of extravagance? What are the 
causes of divorce? Is the divorce evil a present 
menace to society? Report the results of your ob- 
servation of families in respect to any point men- 
tioned in the text. Report the result of any reading 
on the subject. 

7. ADDRESS. 

County Superintendent, 30 minutes. 

8. DECLAMATION. 

9. THE STATE COURSE OF STUDY. 

Note.— Assign a teacher to each topic indicated by 
letter. 

a. Plan of the course as a whole. (A Course of 

Study should be in the hands of each 
teacher.) 

b. Introduction to the Course of Study. 

(1) What is a practical course? Discuss i 

fully. 

(2) Important points to keep in mind. 

Name them. Why? 

(3) Importance of the first three grades. 

(4) Alternate-day recitations. Very impor- 

tant. Why? 

(5) Elementary Agriculture. 

(6) Division of work. 

(7) Grading Schools— Making reports. 
€. Reading. 

(1) Introduction. 

(a) Importance of. 

(b) Every-day experiences employed. 

What does this mean? See' 
again introduction to Course of 
Study. 



12 



(c) Remoter purposes. 

(d) The Primer. 

(2) Discuss the Course in Reading c©?©r- 
lng the "first part" of the first, sec- 
ond and third years' work. 

d. Geography. 

(1) Introduction. 

(2) Discuss the Course in Geography cov- 

ering the "first part" of the fourth, 
fifth, sixth and seventh years' work. 
Emphasize the importance of follow- 
ing closely the course in sixth and 
seventh years. 
Note.— Provision is made for reviewing Geography 
in the eighth year, alternating with eighth year Physi- 
ology. Call attention of institute to this fact. 

e. Arithmetic. 

(1) Introduction. 

(2) Discuss the course in arithmetic cover- 

ing the "first part" of the third, 
fourth and fifth years' work. 

f. Nature Study. 

(1) Introduction. 

(2) Discuss September and October work. 
3:20 p. m. Assignments of work for the next Insti- 
tute. 

3:25 Miscellaneous business. 

3:30 Adjournment. 



SECOND INSTITUTE. 



PROGRAM. 

9:00 a. m. 1. Opening Exercises. 

2. Roll Call. Responses; quotations from 

Hawthorne. 

3. School Management. Chapters III, 

IV and XII. 
Note.— Assign a teacher to each chapter. 

4. Declamation. 

5. The Social Spirit in America. 
12:00 NOON. 

1:00 p. m. 6. Music. 

7. The State Course of Study. 

8. Declamation. 

2:00 9. The Young People's Reading Circle 

Work. 
10. A Reading Lesson— The Solitary- 
Reaper. 
Note.— The teacher to present this lesson should be 
chosen by lot just before the recitation begins. 
3:20 p. m. Assignment of duties for next institute. 
Note.— Under the direction of the County Superin- 
tendent each teacher should visit some school before 
the next institute. In his visit the teacher should be 
guided in his observations by Chapters VII, X, XI 
and Section 5, Chapter XII, School Management. 
3:25 p. m. Miscellaneous business. 
3:30 Adjournment. 

3. SCHOOL MANAGEMENT. 
(Chapters III, IV and XII.) 

(1) Chapter III— The Growth of the Teacher. 

1. The law of growth and decay. 

2. Society, friends and books. 

-14- 



15 



3. Value of school-visiting. 

4. Value of teachers' meetings. 

5. Travel. 

6. Individuality. 

(2) Chapteb IV— Physical Conditions. 

1. Hygiene as a matter of private and public 

concern. 

2. School grounds and the basis of selection. 

3. School architecture. 

4. School furniture and decoration. 

5. Heating and ventilation. 

(3) Chapter XII— The Recitation. 

1. The immediate aim. 

2. The problem of method. 

a. Induction or deduction. 

3. Apperception. 

4. Herbart's Five Formal Steps. 

a. State, explain, and illustrate each. 

b. See outlines in Appendix. 

c. See McMurry's "Method of Recita- 

tion." 

5. THE SOCIAL SPIRIT IN AMERICA. 

Chapter III— Friendly Circles of Women Wage- 
Earners. 

New problems. Industrial situation of women. The 
method of patronage. The Y. W. C. A. Homeless 
girls. Boarding-houses. Noon rest. Fellowship. Day 
nurseries. The Girls' Friendly Society. Protective 
agencies. Legal protection. The Consumers' League. 
A "fair house." A just boycott. Advice to shoppers. 
Working girls' societies. Classes of working women. 
Methods of organization. Constitution. Rules. In- 
dependence. Range of activities. Domestic circle. 
Benevolent work. Working Women's Social Club. 
Bible Class Clubs. The "Jane Club." Influence of 
clubs. Miss Dodge's testimony. Union of man and 
woman service. Freedom and responsibility. 



IS 



Questions. 

How has factory industry changed employments 
of women? Illustrate. Why have associations? De- 
scribe any local association of women or for women 
who work for wages. What is done for "domestic 
employes?" Report any new points found in maga- 
zines or books. 



Chapter IV— Better Houses for the People. 



: 



Influence of surroundings. Dwellings. Helple 
ness of the individual. Examples of "how not to 
it." "The murder of the innocents." Neglect. In- 
vestigation. Landlord missionaries. Business and 
philanthropy. An example. A model rent collector. 
Rising standards. Absenteeism. Suburban homes. 
Towns made to order. Pullman. Private building 
companies. Example of a building association. For 
rent. Municipal action. Public self-protection. Ar- 
rangement of farmhouses. Forms of ownership. Be- 
ginnings made. Real sociability. 

Questions. 

Describe defects of dwellings you have examined. 
Give the main points of any article you have read 
bearing upon this chapter. 

CiiArTER V— Public Health. 

Social cost of disease. War and disease. Sin and 
disease. Disease and insurance. Causes of disease. 
Heredity. Soil. Hidden enemies. Water supply. 
Typhoid fever. Duty of temperance people. Food. 
Foul air. Street-car floors. Economic causes. Social 
selection of the unfit. Dignity of the body. Sanitary 
aid societies. Custom. Functions of sanitary aid as- 
sociations. Charity visitors. Public water supply 
and drainage. City soil. The physicians. The spoils 






17 



system. Public means of cleanliness. Tramps and 
Washing. Public washhouses. Public lavatories. 
Pure milk. School hygiene. Health and politics. 
Progress. Malaria. 

Questions. 

Trace the connection between corrupt politics and 
dirty streets. Give the results of your own observa- 
tion in the causes of disease in your community and 
the efforts to prevent sickness. Ask a physician to 
give his views. Criticize the schoolhouse from this 
point of view. Record results of other reading. 
What bearing does the teaching of scientific temper- 
ance have upon this chapter? 



7. THE STATE COURSE OF STUDY. 

a. History. 

(1) Introduction. 

(2) Discuss the Course in History covering 

the "first part" of the first, second 
and third years' work. 

b. Geography. 

(1) The twofold purpose throughout the 

fourth year. 

(2) Discuss the conduct of excursions; the 

proper use of pictures and products, 
etc., of distant regions studied; the 
value of collections made by children 
of pictures and products, etc., and the 
method of planning them. See intro- 
duction to the course in Geography 
and the discussions of the fourth and 
fifth years' work. 

c. Music. 

(1) Discuss the "first part" of Course in 
Music. A teacher who understands 
music should discuss this subject. 

2-Tp. Inst. 



18 
9. YOUNG PEOPLE'S READING CIRCLE. 

1. Purpose of the Young People's Reading 

Circle organization. 

2. How may these books be obtained? 

3. How should the books be used? 

4. Illustrate by the use of Reading Circle books 

how the home-life of the child may be 
related to the school life. 

5. Discuss briefly the nature of these two 

books: "The Horse Fair" and "Stories of 
Mother Goose Village." 

10. READING LESSON. 

"The Solitary Reaper," pages 253-257, School Man- 
agement. 

Note. — Every teacher should make careful prepara- 
tion of this lesson. Let it be remembered that the 
one to present the lesson is to be chosen by lot just 
before the recitation begins. The teacher chosen will 
make a class of the members of the institute. 

3:20 p. m. Assignment of duties for next institute. 

3:25 Miscellaneous business. 

3:30 Adjournment. 



THIRD INSTITUTE. 



PROGRAM. 

9:00 a. m. 1. Opening Exercises. 

2. Roll Call. Responses; quotations from 

Tennyson. 

3. School Management. Chapters XIII, 

VI and V, 
Note.— Assign a teacher to each chapter. 

4. Declamation. 

5. The Social Spirit in America. 
12:00 NOON. 

1:00 p. m. 6. Music. 

7. The State Course of Study. 
Note.— Assign a teacher to each topic indicated by 

letter. 

8. Declamation and music. 
2:15 p. m. 9. Reports on visits to schools. 

3:20 Assignment of duties for next insti- 

tute. 
3:25 Miscellaneous business. 

3:30 Adjournment. 

3. SCHOOL MANAGEMENT. 
(Chapters XIII, VI and V.) 

(1) Chapter XIII— Training Pupils to Study. 

1. What it is to study. 

2. Difficulties in learning to study. 

3. What the teacher can do towards teaching 

pupils how to study. 

a. No more important subject can claim 
the attention of the institute, and it 
should receive the closest considera- 
tion. 

—19- 



20 



(2) Chapter VI— Organization of the school. 

1. The facers involved. 

2. The necessity for system. 

3. Plans for classifying pupils 

a. See Introduction Indiana Course of 
Study. 

4. How may the teacher so direct the work 

that each member of the class may have 
all the work he can do in each subject. 

5. The true basis of promotion. 
(3) Chapter V— Physical Conditions. 

1. Heating and ventilation. 

2. Cleanliness. 

3. General sanitation. 

4. General suggestions. 

a. These deserve special attention 

5. THE SOCIAL SPIRIT IN AMERICA.. 
Chapter VI.— Good Roads and Communication. 

Their significance for civilization. Social function 
of roads. Individual efforts. Influence of effort. 
Economy of good roads. "Mud tax." Sidewalks. 
Methods. Cash wages. Working prisoners. State 
aid. The other side. Electric roads. Effects of 
cheap transit. Communication. Social ministry of 
telegraphs. Postoffice. Cheap postage. Rural deliv- 
ery. Electric bonds of country and city. General 
value of the telegraph. 

Questions. 

Describe the system of telephone and postal service 
in your county and give examples of effects in social 
conduct. What is your county doing to improve 
roads? Write an editorial of five hundred words on 
the subject of good roads. Describe the difficulties in 
the way of improving roads. 






21 



Chapter VII— The First Factor of Industrial Re- 
form: The Socialized Citizen. 

Natural law in the economic world. Herbert Spen- 
cer's view. Amateur economists. Need of general in- 
formation. Vitality of the industrial system. The 
eternal purpose. The natural growth of the indus- 
trial system. Human development. "The survival of 
the fittest." Individualists and socialists. The 
golden mean. The need of improvement. Real trag- 
edies. The unemployed. The cost of progress. Rem- 
edies for present conditions. Individual effort. 
Thrift. Power of personal will. Problems of popula- 
tion. J. S. Mill's view. Misplaced pity. The doc- 
trine of Malthus. Personal character. Contentment. 
Attitude of wealth. Luxury. Its law. Evil example. 
Buying wives. Small incomes. The sophism of van- 
ity. Purification. 

Questions. 

Define luxury. Criticize the teaching of the text. 
Find all the fault with it you can. Illustrate the idea 
that a man serves society in serving himself. Give 
results of your observation of effects of laziness and 
drink. Other reading. 

Chapter VIII— What Good Employers are Doing. 

Criticism of capitalists. PoAver of employers. Re- 
sponsibility of employers. Employers dependent 
upon society. Mr. N. O. Nelson. Cooperative produc- 
tion. Improved character of employers. Personal 
relations. Maximum and minimum wages. A filial 
tribute. Illustrations of the social spirit in a factory. 
New England. The watch factory. Yankee idealism. 
Sentiment with money value. The inspectors. 
Method of paying wages. Consulting workmen. 
Trials of patience. Creating public opinion. Provi- 
dent measures. Friendly leadership. Testimony of a 
capitalist. Government insurance. Means of culture. 
Elevation of soul. Increased earning power. Profit- 
sharing. The wage system. Defects. Definition of 



22 



profit-sharing. Objections. Conflicting opinions. 
How decision must be made. 

Questions. 
Illustrate the influence of kindness and good taste 
in a factory. Define profit-sharing and state argu- 
ments for and against it. Ideas gathered from other 
reading. 

6. MUSIC. 

7. THE STATE COURSE OF STUDY. 

Note.— Assign a teacher to each topic indicated by 
letter. 

a. Reading. 

(1) Discuss the Course in Reading cover- 
ing the "second part" of the first, sec- 
ond and third years' work. 

b. Geography. 

(1) Discuss the Course in Geography cov- 
ering the "second part" of the fourth, 
fifth and sixth years' work. 

c. Arithmetic. 

(1) Discuss the Course in Arithmetic cov- 

ering the "second part" of the sec- 
ond, third and fourth years' work. 

(2) Many topics found in the books should 

be omitted, especially in the short 
term schools. See Introduction to the 
outline in Arithmetic. Point out the 
prominent omissions suggested. 

d. Nature study. 

(1) Discuss November and December 
work. 

9. REPORTS ON VISITS TO SCHOOLS. 

In making these reports teachers should be guided 
by Chapters VII, X, XI, and Section 5, Chapter XII, 
Dutton's School Management. 

3:20 p. m. Assignment of duties. 

3:25 Miscellaneous business. 

3:30 Adjournment. 



FOURTH INSTITUTE. 



PROGRAM. 

9:00 a. m. 1. Opening Exercises. 

2. Roll Call. Responses; quotations 

from Emerson. 

3. School management. Chapters VII, 

VIII and XI. 
Note.— Assign a teacher to each chapter. Chapter 
XI is very important at this time. 

4. Declamation. 

5. The Social Spirit in America. 
12:00 NOON. 

1:00 p. m. 6. Music. 

7. The State Course of Study. 

8. Declamation and Music. 

9. A Lesson in Geography— "Vienna, the 

Chief Gate City of Europe," pages 
257-263, School Management. 
Note.— The teacher to present this lesson should be 
chosen by lot just before the recitation begins. 
3:20 p. m. Assignment of duties for the next insti- 
tute. 
3:25 Miscellaneous business. 

3:30 Adjournment. 

3. SCHOOL MANAGEMENT. 
(Chapters VII, VIII and XI.) 

(1) Chapter VII— The Government of the School. 

1. The Power of Personality. See Hunting- 

ton's "Unconscious Tuition." 

2. Careful preparation the secret of success. 

3. Attitude of teacher to pupil. 

-23- 



24 



4. The school virtues. 

5. The self-government idea. 

a. Give some account of an early at- 

tempt in this direction in the his- 
tory of education. 

b. Give an account of the George Junior 

Republic and the Chicago School. 

c. What is the real truth with regard 

to self-government so far as the 
teacher is concerned? See Eliza- 
beth Harrison's "Study of Child 
Nature." 

(2) Chapter VIII— School Incentives. 

1. What must determine the incentives? 

2. State the objectionable incentives with 

your reasons. 

a. What do you think of the Smith Col- 

lege idea? 

b. Discuss in particular the practice that 

brings the pupil into ridicule for his 
shortcomings and failures. 
3. Natural and worth incentives. 

a. Distinguish "school spirit," as Dean 

Briggs puts it, and "school honor" 
as it is sometimes found. 

b. See Elizabeth Harrison's "Study of 

Child Nature." 

(3) Chapter XI— The Recitation. 

1. Read the chapter again and give the insti- 
tute the benefit of any new light you get. 
2. Read McMurry's "Method of the Recita- 
tion." 

5. THE SOCIAL SPIRIT IN AMERICA. 

Chapter IX— Organization of Wage-Earners. 

Common interests of humanity. Bodies before 
minds. Special interests of wage-earners. Trades 
unions. Necessity. Past trades unions. English his- 



25 



tory. Relation of unions to strikes. Aim. Methods. 
Legal status of trades unions Pacific organization 
for mutual benefit. The benefit factor in trades 
unions. Insurance. Cooperation of others than wage- 
earners. Insurance fraternities. Baernruther. The 
Rochdale plan. Joint-stock companies. Limited suc- 
cess of societies for profit. Democratic ideals. Co- 
operation. Economic advantages. Moral advantages. 
Conditions of success. The movement in the United 
States. Federation. Popular credit. Cooperative 
banking. Statistics. Method. Occasion for other 
forms of credit. Demand for small loans. Renters 
need capital. Raiffeisen. Moral effects. Unselfish- 
ness a factor in business. 

Questions. 

State argument for trades unions. State the con- 
ditions of safe life insurance. Describe the purpose, 
organization, methods and results of a building and 
loan association, or of any society of wage earners 
for common benefit. What of the Order of Pesta- 
lozzi? What of John Mitchell's conduct of the an- 
thracite strike? Further reading. 

Chapter IX— Economic Cooperation of the Com- 
munity. 

Agencies of public opinion. Reconciliation and ar- 
bitration. Tribunals of peace. French councils. 
Massachusetts. Protective legislation. Factory laws. 
Protection of working children. Perils of the young. 
Compulsory education. Women workers. Efficiency 
of factory inspection. Appeal to the legislature. The 
sweating evil. How remedied. Enabling legislation. 
Free employment bureaus. Trusts and combinations. 
Criminal acts. Politics and franchises. Control of 
corporations. Danger from great estates. Taxing 
power. Postal savings. The school. You. "Pater- 
nalism." Municipal pawnshops. Municipal markets 
and slaughter-houses. Socialism. 



26 



Questions. 

Why does the state regulate child labor in fac- 
tories? Describe modes of control of trusts. Have 
you observed any evil effects of industrial and com- 
mercial combinations? What convenient forms of 
savings and investment have you in your county? 
Other reading. 



Chapter XI— Political Reforms. 

More power, more responsibility. Political duty. 
Preparation for newspaper reading. The essential 
work of the State. Government agencies of progress 
and convenience. Party politics. Party principle. 
National aims. False independence. Independent ac- 
tion. Relation of local to national issues. Vigilance 
along the line. Civil service reforms. Principles of 
this reform. The poor man's interest. The necessity 
for civil service reform. Misplaced power of appoint- 
ment. How to help. Municipal reform. Right men 
in the right places. Limitation of councils. Elec- 
toral reform. The Corrupt Practice Acts. Bribery. 
English success. Progress of reform. The Austral- 
ian ballot. Referendum. Initiative. Proportional 
representation. Evils illustrated. Advantages. Le- 
galized primary. Mr. Fiske. 

Questions. 

What are the chief functions of government? What 
is the use of party? What are the principles of the 
merit system? What is a "primary election?" What 
is your opinion of allegiance to party in local affairs? 
Describe a "caucus." Discuss the government of our 
State. 

6. MUSIC. 



27 

7. THE STATE COURSE OF STUDY. 

Note.— Assign a teacher to each topic indicated by 
a letter. 

a. History. 

(1) Discuss the introductions and outlines 

of the fifth and sixth years. 

(2) Discuss the "second part" of the first, 

second and third years. 

b. Language. 

(1) In language work "the life experience 

of the pupil must be considered and 
used." Explain this statement fully. 

(2) "There must be some thought to ex- 

press before one can express it." 
Show how this principle is violated, 
sometimes, in assignment of subjects 
for compositions and themes. 

(3) Again, "the subjects for Language 

work must be taken out of the lives, 
the very daily experiences of the 
children." In light of this quotation 
ask members of the institute to name 
some appropriate subjects for com- 
positions. 

(4) Carry the point further by showing the 

kinds of problems to present to pupils 
in Arithmetic. 

c. Music. 

(1) Discuss the "second part" of Course of 
Study. 

d. The Most Practical Course. 

"The most practical course of study is the one 
which will in the most concrete way adjust the child 
to the life he is to live. The school is sometimes too 
foreign to life. It completely overlooks everyday 
experiences which ought to be utilized in the process 
of education. Good teaching ought to make the child 
live so truly and so thoroughly that he will have grad- 



28 



ually built into him as fixed habits the great prin- 
ciples of life. So trained, life's problems will not sur- 
prise him. Spelling, Reading, Writing, Arithmetic, 
Geography, Grammar, History, whatever is used in 
the course, must be a means of interpreting life. 
And the great world of nature and social life must be 
drawn upon freely for illustrations in this work. The 
earth-forms at home, the practical problems in com- 
mercial life, the social problems at hand must make 
subjects live for the child. This thought has been 
kept in mind in the preparation of this course of 
study and in adapting it to his school the teacher 
must remember that it is the letter of the law that 
kills and the spirit that makes alive. The course is 
elastic enough to meet all the varying conditions in 
Indiana."— State Course of Study. 

(1) Illustrate the thought in this quota- 

tion, using Arithmetic as a basis. 

(2) Illustrate the thought, using Language 

as a basis. 

(3) Illustrate the thought, using Geog- 

raphy as a basis. 
e. Physical Culture. 

(1) Show what can be done in physical 
culture in the country schools. The 
teacher should illustrate how the 
work may be directed by- drilling the 
institute in the exercises outlined. 

9. A LESSON IN GEOGRAPHY. 

"Vienna, the Chief Gate City of Europe," pages 257- 
263, School Management. 

Note.— Every teacher should make thorough prep- 
aration of this lesson. Let it be remembered that the 
one to present this lesson is to be chosen by lot just 
before the recitation begins. The teacher chosen will 
make a class of the members of the institute. 

3:20 p. m. Assignment of duties for next institute. 

3:25 Miscellaneous business. 

3:30 Adjournment. 






FIFTH INSTITUTE. 



PROGRAM. 

0:00 a. m. 1. Opening Exekcises. 

2. Roll Call. Responses; quotations 

from Dutton or Henderson. 

3. School Management. Chapters IX, X 

and XII. 
X<> if.— Assign a teacher to each chapter. 

4. Declamation. 

5. The Social Spirit in America. 
12:00 NOON. 

1:00 r. m. 6. Music. 

7. The State Course of St inly. 

8. Declamation. 

9. Young People's Reading Circle. 

10. '"A Lesson on the Stamp Act," pages 272-275, 
School Management. 
Note.— The teacher to present this lesson should 
be selected by lot just before the recitation begins. 
3:20 p. m. Assignment of duties for the next insti- 
tute. 
'■>:2~> Miscellaneous business. 

3:30 Adjournment. 

3. SCHOOL MANAGEMENT. 

(Chapters IX, X and XII.) 

(1) Chapter IX — The Curriculum. 

1. What determines the curriculum? 

a. See Dr. Harris' "Psychologic Founda- 

tions of Education," pp. 321-341. 

b. Should a teacher know? Why? 

2. The factors that should have significance 

in making a course of study. 



30 



3. The teacher's use of the curriculum. 

a. Value of plan and progress books. 

4. Should anything be done with agriculture 

in the district schools? In the township 
high schools? 

a. See State Course of Study. 
(2) Chapter X— The Daily Program. 

1. Its importance. 

2. The number of classes in the district 

school, 
a. See State Course of Study. 

3. Definite periods for study and recreation 

just as essential as definite periods for 
recitation. 

4. Gymnastics and games. 

a. Show how the suggestions in this 
chapter can be carried out in the 
district school. 

5. The teacher and the program. 
(3) Chapter XII— The Recitation. 

1. Read this chapter again in connection with 
your study of the lesson in the appendix 
that is to be presented. 
a. See McMurry's "Method of the Reci- 
tation." 



5. THE SOCIAL SPIRIT IN AMERICA. 

Chapter XII— The Social Spirit in the State School 
System. 

The teacher's work. Schools and social ideas. 
Function of the school. Democracy and schools. 
England and America contrasted. Garfield's senti- 
ment. The citizen and the school. The public school 
and its present work. The wealthy and the schools. 
Moral influences. Danger from private schools. The 
schoolhouse. Art in the schoolroom. Art in the 
course of study. Educational end of art. The school 



31 



and home. Domestic science in the school. The slow 
pupil. Remedies. Patience. Injustice. Rural 
schools. Difficulties of improvement. Suggestort 
remedy. Advantages. The rural school and the 
f.rm. High school. Lecture courses. Trade schools. 
Manual training. Time of training. Moral value. 
Imported competitors. Required attendance. Reli- 
gious teaching. Ethical teaching. Higher education 
by the State. Boards of education. Free public 
libraries. Traveling libraries. Reforms. 

Questions. 

How can adult education be promoted? Why have 
State schools? What provisions are made for free 
libraries in your community? How can your school 
library be made more effective? Arguments for and 
against transportation of children and concentration 
of schools in the country. 

Chapter XIII— Voluntary Organizations of Edu- 
cation. 

Source of our education. The beginnings. Experi- 
ments. Pioneers. Statistics. Parochial schools. 
The Chautauqua idea. The religion of the founders. 
Economy of time. The school and life. The modern 
camp meeting. Culture and democracy. The C. L. 
S. C. Relation to college work. Local circles. Value 
of Chautauqua. Outgrowth. Women's clubs. House- 
hold economic associations. Farmers' reading cir- 
cles. Machinery. Higher attainments. Utopia. 
University extension. The scholars and the people. 
Popularizing science. Origin. Methods. Libraries. 
Home libraries. Social settlements. Necessity. Re- 
lation of the classes. Methods. Missionary educa- 
tion. Tuskegee. Peabody fund. Vacation schools. 

Questions. 

Why should there be any need of educational work 
outside the public school system? Why are parochial 



32 



schools supported? Describe a Farmers' Institute, 
or some local club for aesthetic or intellectual devel- 
opment. Examine and criticize the topics of a 
woman's club. 



7. THE STATE COURSE OP STUDY. 

Note.— Assign a teacher to each topic indicated by 
letter. 

a. Reading. 

(1) Discuss the "third part" of the first, 

second and third years. 

(2) State why it is so important to take 

especial pains with first three years. 

(3) Why is reading the most important 

study? Justify the use of high 
grade literature in our readers. 

(Ii What is the primary purpose in 
teaching reading? The remoter pur- 
pose ? 

(5) Show how oral reading is the real 
test of interpretation. Is oral read- 
ing neglected in our schools? "In 
the schoolroom the child should be 
just as free and natural in his 
reading as he is in his play at 
home." How can this be accom- 
plished? 
Note.— See Clark's "How to Teach Reading." 

b. Geography. 

(1) Discuss the "third part" of the 

fourth, fifth and sixth years. 

(2) Prove to the institute that air is 

something. 

(3) With the institute as a class, use 

the "suggestions" on pages 80 and 
101, Tarr's Geography. See also 
pages 229 and 248. The teachers 



33 



should think carefully over these 
suggestions before coming to the 
institute. 

(4) In the sixth and seventh years the 
work is based upon the "Causal 
Sequence," and text outlined ac- 
cordingly. What does this mean? 
Explain with examples that you 
have used. See p. 55, Course of 
Study for discussion of "Causal 
Sequence." 
c. Arithmetic. 

(1) Discuss the Course in Arithmetic 
covering the "third part" of the 
second, third, and fourth years' 
work. 
(1. Nature Study. 

(1) Discuss work for January and Feb- 
ruary. 

[). YOUNG PEOPLE'S READING CIRCLE. 

1. Explain the natural tendency of children to 

enjoy stories of adventure and how this 
tendency is utilized by Mr. Eggleson in 
his books. 

2. Show how the "Bale Marked Circle X" and 

"St. Clair on the Frontier" may be made 
the basis of the supplementary history 
that should precede the use of the text. 

3. Why should the teacher read "Viking Tales" 

and "Miss Muffet's Christmas Party" to 
the children, and encourage them to read 
"His Lordship's Puppy" and "Polly Pren- 
tiss" for themselves, rather than vice 
versa ? 

4. Explain the different emotions aroused in 

reading "Viking Tales" and "His Lord- 
ship's Puppy." 

3— Tp. Inst, 



34 



5. How may this story of a baby boy of four 

summers a^nd a little black puppy of one, 
affect the whole after life of the child? 

6. Discuss the instances of friendship between 

children and animals, that may be known 
by you to be true. 

10. A "LESSON ON THE STAMP ACT." 

Pages 272-275, School Management Every teacher 
should make thorough preparation of this lesson. As 
in former lessons of this kind, the teacher should be 
chosen by lot just before the recitation begins. 

3:20 p. m. Assignment of duties for the next insti- 
tute. 

3:25 Miscellaneous business. 

3:30 Adjournment. 



SIXTH INSTITUTE. 



PROGRAM. 

9:00 a.m. 1. Opening Exercises. 

2. Roll Call. Responses; quotations 

from Riley. 

3. School Management. Chapters XIV, 

XVI, and XIII. 
Note.— Assign a teacher to each chapter. 

4. Declamation. 

5. The Social Spirit in America. 
12:00 NOON. 

1:00 p.m. 6. Music. 

7. The State Course of Study. 

8. Declamation and music. 

9. Discuss the outline in Music, State 

Course of Study, "third part." 
10. A lesson in some subject selected by 
the program committee. The teach- 
er to present lesson to be selected 
by lot as in former institutes. 

3:20 Assignment of duties for next insti- 

tute. 

3:25 Miscellaneous business. 

3:30 Adjournment. 

3. SCHOOL MANAGEMENT. 

(Chapters XIV, XVI and XIII.) 

(1) Chapter XIV— Reviews and Examinations. 

1. What determines the use of reviews and 

examinations? 

2. Value of thoroughness in teaching. 

3. The place of oral and written tests. 

-35- 



36 



4. What makes an examination educative? 

0. Advantages of examinations. 

a. To pupils. 

b. To teachers. 

6. Consider the suggestions to teachers from 
your point of view, 
a. Do teachers in the district school 

need to do more or less paper 

work ? 

(2) Chapter XVI— The School and the Community. 

1. The relation of the school to the other in- 

stitutions in general. 

2. The school and religion. 

3. The school and the home. 

4. The library, the museum and the news- 

paper as aids to school work. 

5. The school and industry. (See Bulletin 

No. 5, 1904.) 

6. The school and the state. 

7. The work with Henderson's "Social Spirit 

in America" will doubtless help in the 
study of this chapter. 

(3) Chapter XIII— Training Pupils to Study. 

1. Read this chapter again and report to the 
institute your successes and failures in 
this direction. Make a faithful statement 
of how you train your pupils to study— 
your success. 

5. THE SOCIAL SPIRIT IN AMERICA. 

Chapter XIV— Socialized Beauty and Recreation. ' 

Play and art. Physiological need. Beauty, a good. 
Innate want. "The Symphony." Reformatory power 
of beauty. The Sabbath in Scotland. Expert valua- 
tions of play. Jevons. Patterns of men. The drama. 
Discrimination. Standards needed. Pictures and 
statues. Develop native talent Art and nature. 
Where to begin. God's acre. Parks. Egoism. Hope- 



37 



ful examples. Prairie scenery. Examples of better 
things. Jonathan Chapman. Good roads again. 
Village improvement societies. Women's clubs. Cost. 
Social luxury. Witness of economists. The fallacy 
of spendthrifts. Chant of a socialist. 

Questions. 

Why are Americans deficient in the arts? Discuss 
"School Gardens" and their bearing upon the points 
in this chapter. 

Chapter XV— Charity and Correction. 

The egoist and the altruist. Social pathology and 
sociology. Poverty and pauperism. Cultivation of 
pauperism. Its abolition. The cannibal method. 
Completeness. Preventive measures. Courses. Sur- 
roundings. Helen Keller. Dependent and dull chil- 
dren Truants. Parental schools. Working children. 
Compulsory education. Orphans. Duty of state. 
Defectives. Limits of education. The insane. Reli- 
gious consolation. Early treatment. Tramps. Emer- 
gency relief. Labor bureaus. Labor tests. Volun- 
tary farm colonies and shops. Revelations of the 
work test. The "potato patch." The incompetent. 
The rebellious. Charity organization. Objects and 
methods. Friendly visitors. Public institutions. 
Study of causes. From individual to social. Duty of 
cooperation. Help for the soul. 

Questions. 

What charitable relief plan has your county? What 
of its effectiveness? 



6. MUSIC. 



38 



7. THE STATE COURSE OF STUDY. 

Note.— Assign a fceacher to each topic indicated 
by letter. 

a. Elementary Agriculture. 

(1) "The country has always supplied the 

brain and brawn of the town and 
city." Give your opinion of this 
statement. 

(2) What is the objection, then, to boys 

leaving the farm and going to the 
city? Many go because of a lack of 
the dignity of labor, and others on 
account of mere ignorance of the 
opportunities on the farm. What 
can be done to give these boys the 
proper notion of farm work? 

(3) Mention some reasons for thinking that 

the tide may turn from the city to 
country. 

(4) What does the present tendency toward 

centralization indicate? With these 
possibilities before us, are there any 
reasons for enriching the course of 
study with a consideration of the 
conditions of agricultural life? 

(5) What may teachers in the district and 

township graded schools accomplish 
in this direction? Tell the institute 
what you have accomplished this 
year in elementary agriculture. 

b. Discuss the outline in Agriculture as far as 

(5) "Plants with two kinds of action." 

8. DECLAMATION AND MUSIC. 

9. DISCUSS" THE OUTLINE IN MUSIC. 

State Course of Study for "third part" of first and 
second years. 



39 



10. A LESSON ON SOME SUBJECT 

Selected by the Program Committee. The teacher to 
present the lesson to be selected by lot as in former 
institutes. 

3:20 p. m. Assignment of duties for next institute. 

3:25 Miscellaneous business. 

3:30 Adjournment. 



SEVENTH INSTITUTE. 









• ». 








6. 


2:00 








1:00 


p. 


M. 


7. 



PROGRAM. 

9:00 a. m. 1. Opening Exercises. 

2. Roll Call. Responses; quotations 

from Shakespeare. 

3. School Management. Chapters XVII, 

XVIII and XV. 
Note.— Assign a teacher to each chapter. 

4. Declamation. 
Music. 

The Social Spirit in America. 
NOON. 

Music. 

8. The State Course of Study. 

9. Declamation, Music, etc. 
Adjournment. 

3. SCHOOL MANAGEMENT. 
(Chapters XVII, XVIII and XV.) 

(1) Chapter XVII— The School as a Social Center. 

1. Dewey's four specific elements. 

2. Will centralization strengthen or weaken 

the school as a social center? 

3. Show what could be done in your com- 

munity with the suggestions made re- 
garding education societies. 

4. The effect of good school decoration upon 

the community. 
(2) Chapter XVIII— Affiliated Interests. 

1. Read this paper carefully and raise any 
questions that occur to you with regard 
to the author's statements. 

-40- 



41 



2. Are any of these suggestions practicable 

in your school? 
a. Show how you would use them. 

3. Should a distinction be drawn between 

physical culture and athletics? 
(3) Chapter XV— School Gardens, Playgrounds, 
and Vacation Schools. 

1. Select in this chapter the suggestions 

that are of value to you in your pres- 
ent school work. 

2. How can any of these suggestions be 

used in the district school and com- 
munity? 

3. The school garden as an aid to nature 

study and to the study of agriculture. 



6. THE SOCIAL SPIRIT IN AMERICA. 

Chapter XVI— The Social Spirit in Conflict with 
Anti-Social Institutions. 

Food vs. surgery. Healthy hate. The drink evil. 
The voice of antiquity. The "antiquity argument." 
History of the temperance movement in America. 
Legal suasion. Protestants. Roman Catholics. Na- 
tional Temperance Society. Good Templars. Sons of 
Temperance. Enforcement of law. The W. C. T. 
U. The Crusade. Aims and methods. Miss Willard. 
Social purity. Woman sufferage and prohibition. 
Methods of dealing with drink evil. Education. 
Success of educational methods. The public schools. 
Allies of temperance reform. Steady brains wanted. 
Life insurance. Fashion. Legislation. Local option. 
Mulct laws. License laws. Desirable restrictions. 
Government ownership. Growth of traffic. The 
Gothenburg system. Its elements. Testimonies. The 
Humane Society. The National League for the Pro- 
tection of the Family. Social purity. Legislation. 
Gambling. Sunday rest function of law. Diversity 



4:2 



of Sunday thoughts. "Pleasant Sunday Afternoon. 
Needs of workingmen. 



Is there such a thing as "healthy hate?" Is the 
antiquity of a social custom proof that it is good? 
What makes a custom bad? What laws has our 
State for regulating the liquor traffic? What is your 
experience of the value of teaching Scientific Temper- 



Chaptee XVII— The Institutions of Ideals: The 
Ancient Confederacy of Virtue. 

The quotation from Lowell. The churches and 
Christianity. The growth of the church. The func- 
tion of the church. Defectives. The sick. The poor. 
Benefit associations. Reform societies. The institu- 
tional church. The ministry of health. Care of chil- 
dren. Industrial training. Economic devices. Popu- 
lar banking. Labor conferences. Sociability. Intel- 
lectual and aesthetic. Worship and evangelism. The 
Y. M. C. A. The Y. W. C. A. The Salvation Army 
and the American Volunteers. Training of workers. 
The King's Daughters and Sons. Young people's 
societies. The Sunday-school. The church and the 
family. Coordinating agencies. National union socie- 
ties. Convention of Christian workers. Open Church 
League. Multiplication of organs. Pioneers of prog- 
ress. Law of differentiation. Economy through bet- 
ter organization. The service asked of us*. 

Questions. 

Is education complete which ignores religion, reli- 
gious literature, religious music, religious institu- 
tions? Can the public school help? Is there any 
religious element in the text books, songs and per- 
sonal conversation of teachers in public schools? 
Could morality be taught in schools without reli- 



43 



gion? How can the churches of your county improve 
their methods of contributing to spiritual life? 
Should a study of the Bible be made a part of the 
school curriculum? Make a list of the thoughts in 
this book that have been most helpful to you. 

8. THE STATE COURSE OF STUDY. 

a. Elementary Agriculture. 

(1) Finish outline in Course of Study. be- 

ginning with (5) "Plants with two 
kinds of action." 

(2) Show the relation of science to agri- 

culture. 

(3) Show how good crops depend largely 

on the selecting of seed. 

(4) Show the relation of the preparation 

of soil to good crops. 

(5) State what may be done to interest 

the children in weed extermination, 
etc. 

(6) Get boys interested in a corn contest. 

Tell them about selecting seed, pre- 
paring soil, cultivating crops, etc., 
then arrange for a "corn show" in 
fall of the corn raised by the boys. 
Write to the Agricultural Depart- 
ment, Purdue University for helps. 

3:30 p. m. Adjournment 



1904 1905 



The Indiana 
Voung People's Reading Circle 



All correspondence relating to prices, shipment, etc., of the Young 
People's Books, should be addressed to 

A. L. Gary, Manager, 
12 pembroke arcade, 
Indianapolis, Indiana. 



List of Books for 19U4-1905. Young People's Books Furnished 

dy the Manager, Transportation Prepaid, on Keceipt 

op the Price. (See Table op Prices.) 



Indiana Teachers' Reading Circle 



FOR 19Q4-19Q5. 



Teachers' Books Furnished by the County Superintendent of 
Your County. 



-45- 



TEACHERS' AND .YOUNG PEOPLE'S READING 
CIRCLES OF INDIANA. 



(Organized by the State Teachers' Association, 
J 883 and 1887, Respectively.) 



JBoaro of 2>frector6. 

EMMA MONT. McRAE, Lafayette. 

EDGAR MENDENHALL, Greensburg. 

ROBERT J. ALEY, Bloomington. 

G. H. TAPY, Columbia City. 

VICTOR W. B. HEDGEPETH, Goshen. 
J. H. TOMLIN, Shelbyville. 

F. A. COTTON, Indianapolis. 



Officers ot tbe tSoaro. 



J. H. TOMLIN, Shelbyville, - 
LAWRENCE McTURNAN, Indianapolis, 

Room 27, State House. 
F.A.COTTON, Indianapolis, - 

Room 27, State House. 



President. 
Secretary. 



Treasurer. 



A. L. GARY, 12 Pembroke Arcade, Indianapolis, 
Manager. 



TEACHERS' READING CIRCLE. 



COURSES OF STUDY FROM THE BEGINNING. 

1884-85 — Brooks' Mental Science; Barnes' General History; 
Parker's Talks on Teaching. 

1885-86— Brooks' Mental Science; Smith's English Litera- 
ture; Hewitt's Pedagogy. 

1886-87 — Hailman's Lectures on Education ; Green's His- 
tory of the English People; Watts on the 
Mind. 

1887-88— Lights of Two Centuries; Sully's Handbook of 
Psychology. 

1888-89— Compayre's History of Education; The Marble 
Faun; Heroes and Hero Worship. 

1889-90 — Compayre's Lecture on Teaching ; Steele's Popu- 
lar Zoology. 

1890-91— Wood's How to Study Plants ; Boone's Education 
in the United States; with review of previous 
psychological studies. 

1891-92 — Page's Theory and Practice of Teaching ; Haw- 
thorne's Studies in American Literature. 

1892-93— Fiske's Civil Government in the United States 
Holmes' Autocrat of the Breakfast Table. 

1893-94 — DeGarmo's Essentials of Method ; Orations of 
Burke and Webster. 

1894-95— Tompkins' Philosophy of Teaching; Select Let- 
ters and Essays of Ruskin. 

' 1895-96— McMurry's General Method ; Studies in Shakes- 
peare. 

-47- 



48 



1896-97 — Guizot's History of Civilization; Tompkins' Lit- 
erary Interpretations. 

1897-98— Plato, the Teacher; Teaching the Language Arts. 

1898-99— Social Elements; Plato's Republic. 

1899-1900— Clark's how to Teach Reading; Scott's Organic 
Education. 

1900-1901— James' Talk to Teachers on Life's Ideals 
Bates' The Study of Literature. 

1901-1902 — Judson's Europe in the Nineteenth Century; 
Sanitation and Decoration, Burrage and 
Bailey. 

1902-1903— Smith's Systematic Methodology; Hughes' 
Dickens as an Educator. 

1903-1904— Abraham Lincoln (Nicolay); Scott's Ivanhoe. 

1904-1905 — Dutton's School Management; Henderson's 



Social Spirit in America. 



STATEMENT, 



Teachers' Circle. The Teachers' Reading Circle Course, 
when considered in connection with the Township Insti- 
tute, is the most important and most uplifting influence 
in the education of the Indiana teacher. There are more 
than fourteen thousand teachers who read, annually, each 
of the two books adopted for the course, and thereby add 
substantially to their culture and professional training. 
No other State in America has a Circle so large. 

The books for 1904-1905 are unusually strong. School 
management is a subject of continual interest to the pro- 
gressive teacher. Dutton, from his wide experience and 
broad scholarship speaks with authority. The campaign 
year and the general social unrest makes the Social Spirit 
in America a very timely book. A general study of this 
book will give a deeper insight into social problems. 

Young People's Circle. The value of the Young Peo- 
ple's Circle to the school children of the State can hardly 
be overestimated. This Circle was organized and is 
being carried on with the thought that it is well to begin 
early in the life of the child to lead him to discover the 
real treasures in books and to form a taste for the best 
reading. None but the best books are selected. Many of 
them have a direct bearing upon the course of study and 
help to enrich it. The books put new life and meaning 
into the school work of the children, and they are rapidly 
forming the foundations of libraries in the country and 
village schools. These libraries are not only of value to 
the school children, but they also profoundly influence for 
the better all the citizens of the community. 

Jt is very gratifying to note the growth of interest in this 
Circle from year to year, as shown by the great numbers 
of children, patrons, teachers and school officials identify- 
ing themselves with the work. These facts spur the board 

4— Tp.Imst. —49— 



50 



on to greater efforts, and as a result much better books are 
offered to the children fiom year to year. The board hopes 
that at least one set will be placed in each school this year. 
Nearly all the larger cities and towns are supplied with 
libraries. Of the children in the country schools, only 
about one-half are now reached by the Circle. The other 
half are without access to any reading matter except that 
which is found in their school readers, the weekly news- 
papers, and often the trashy reading that always finds its 
way into the hands of children when good literature is not 
supplied. It is among these children, then, that the Young 
People's Reading Circle is trying to push its work. It is 
with these children that so much needs to be done. The 
work should receive the earnest, sympathetic co-operation 
of school officials throughout the State, to the end that not 
only all of the children in the towns and cities, but all of 
the children in the country may have access to the best 
books. 

In a great many of the country schools the books have 
been purchased with money raised by the pupils and 
teachers ; others were provided by the township trustees. 
The books include stories of travel, science, books on child 
life, biography, history, poems and sketches, all of which 
will cultivate in the children a taste for good literature 
and direct them to high ideals. 

The Reading Circle Board adopts the books to be read, 
notifies the school authorities where they may be bought, 
and offers inducements for reading them by giving certifi- 
cates and diplomas. The work is growing constantly in 
extent and efficiency. Its promoters desire and deserve 
the earnest co-operation of the parents, teachers and school 
officials. 

Certificates of membership will be given to members of 
the Circle for the reading of one or more of the books. 
When the certificate shows that the holder has been a 
member for four years, he will receive a diploma by pre- 
senting the certificate to the County Superintendent. 

To be counted a member of the Circle a pupil must 
read one or more books on the list for the current year. 



51 



No. 1. The Roggie and Keggie Stories, by Gertrude 

Smith. Illustrated in colors by E. Mars and 

M. H. Squire. Pp. 95. 

This is a charming story of two little brothers, Eoggie 

and Reggie, aged two and four years respectively. They 

are real rollicking boys and their many adventures and 

mishaps are told in quaint and pleasing manner. The 

trick of repetition so dear to children, is very successfully 

used by the author. 

No. 2. Eskimo Stories, by Mary E. Smith. Illustrated 
by Howard V. Brown. Pp. 189. 
This book tells of Eskimo babies, children, games, 
dogs, boats, bears, seals, walrus, whales, foxes, and in 
fact of every thing with which the Eskimo comes in contact. 
The language appeals to the child and the illustrations 
really illustrate. 

No. 3. The Snow Man and Other Fairy Stories, edited 
by Andrew Lang. Illustrated. Pp. 159. 
This book contains thirteen splendid fairy stories for 
children. The Eat Catcher, Chin Chin Chinaman, and 
Toads and Diamonds are sample stories. The other ten 
are equally good. There are nine full-page colored plates, 
besides numerous illustrations in black and white. 

No. .4 Stories of Mother Goose Village, by Madge A. 

Bigham. Illustrated by Ella S. Brison. Pp. 

196. 
Mother Goose is dear to the heart of every child. In 
this book Miss Bigham has created a beautiful Mother 
Goose Village. The doings of the famous Mother Goose 
characters are intensely interesting. With this background 
of interest many fine lessons are taught in a manner never 
to be forgotten. The illustrations are a valuable feature 
of the book. 

No. 5. Miss Muffet's Christmas Party, by Samuel Mc- 

Chord Crothers. Illustrated by Olive M. Long. 

Pp. 106. 

Miss Muffet, "who sai on a tuffet," with the assistance 

of the spider "who sat beside her," invited all the 



52 



people of Mother Goose Village, of Fairyland, of Wonder- 
land, and of all other lands dear to children, to her Christ- 
mas party. They all clme. Their actions and conversa- 
tions make up the book. Every child will enjoy it and 
will desire to become better acquainted with the famous 
book people. 

No. 6. Yiking Tales, by Jennie Hall. Illustrated by 
Victor Lambdin. Pp. 207. 
These tales breathe the spirit of the old Noreemen. They 
tell the story of war and adventure. The settlement of 
Iceland and Greenland, with the hard conditions of life in 
these frozen lands, make the background for a most inter- 
esting story. The occasional visits of some of the more 
adventurous spirits to America is told in an entertaining 
manner. 

No. 7. Little Polly Prentiss, by Elizabeth Lincoln 
Gould. Illustrated by Ida Waugh. Pp. 192. 
Little Polly is an orphan living on charity at the Mauser 
farm. She is taken on a month's trial by Miss Hester 
Pomeroy, of Pomeroy Oaks. If she pleases Miss Pomeroy, 
she is to be adopted and take the place of Eleanor a favor- 
ite niece. Mrs. Mauser pictures Eleanor as perfect in every 
way and cautions Polly to be like her. The story is an in- 
teresting account of Polly's ludicrous attempts to be some- 
body other than herself, and of Miss Hettie's attempts to 
overcome the child's absurd notion. It is interesting and 
ends with a complete understanding of all parties con- 
cerned. 

No. 8. Bis Lordship's Puppy, by Theodora C. Elmslie. 
Illustrated by Ida Waugh. Pp. 205. 
This story is written in pure, choice English. It is fasci- 
natingly interesting. It is the story of a Black Puppy 
owned by an English Lord during his Oxford days. A 
wonderful friendship springs up beween the Puppy and the 
Baby, the landlord's little son. The story of these two, 
child and dog, of the love of the one and the faith of the 
other, is a tale that is worth while. 



a« 



No. 9. The Bears of Blue River, by Charles Major. 
Illustrated. Pp. 277. 
Everybody likes a bear story. These have the true 
flavor. They are Indiana bear stories. The scene of action 
is Central Indiana in the early twenties. The stories center 
about Balser Brent and his son Balser. Their experiences 
were common to many pioneers. They make most interest- 
ing reading and give us an intimate acquaintance with 
pioneer manners, customs, and adventures. 

No. 10. Pickett's Gap, by Homer Green. Illustrated. 
Pp. 208. 
The principal characters of this story are Abner Pickett, 
Charlie Pickett, the son, and Dannie Pickett, the grand- 
son. All are somewhat stubborn, but each one possesses 
true grit. Through a fault on the part of Charlie, father 
and son are estranged. Dannie is left with his grand- 
father. The attempt of two rival railroads to get through 
Pickett's Gap, and the mysterious removal of the grade 
stakes of one, brings on a lawsuit. Dannie, unsummoned, 
and through great difficulty, reaches the court room and 
testifies that he removed the stakes, and thus saves the day 
for his grandfather. Dannie's serious illness, brought on 
by the exposure of this trip, brings about the reconcilia- 
tion of father and son. 

No. 11. Stories of Starland, by Mary Proctor. Illus- 
trated. Pp. 185. 
Mary Proctor grew up in an atmosphere of astronomy. 
At the knee of her father, the great Richard A. Proctor, 
she learned the stories of the stars, their myths and leg- 
ends. She, herself, has been a life-long student of 
astronomy. All these advantages, and her ability as a 
story-teller, combine to make this little book intensely in- 
teresting. It contains just such information about the 
stars as every one should have. 

No. 12. The Little Colonel's Holidays, by Annie 

Fellows- Johnston. Illustrated by L. J. Bridg- 

man. Pp. 232. 

This is another splendid number of The Little Colonel 

series. Purity of thought, unselfishness and nobility, are 



54 



the characteristic features. Our old friends, Betty, Joyce, 
Eugenia, the Little Colonel, Malcolm and Keith, are lead- 
ing characters. Molly, an orphan girl at the Cuckoo's 
Nest, adds interest by her peculiarities and her intense 
love for her lost sister, Dot. The interest in Dot is con- 
tagious, and the Little Colonel and her friends join in the 
search. She is at last found, in a New York hospital, and 
loving friends bring Molly to her and make her last 
Christmas a happy one. 

No. 13. A Red Man of Quality, by Edward Everett 
Billings. Illustrated. Pp. 259. 
This is an Indian story on an entirely different plan 
from that usually followed. Henry West is an Indian of 
fine presence and great ability. He is a graduate of Car- 
lisle. His attempts to elevate his people prove futile, and 
he is saddened by the failure. As the guide and com- 
panion to a professor leading a- geological party he 
renders helpful service, and finally loses his life in de- 
fending his white friends from an Indian attack. 

No. 14. The Bale Marked Circle X, a blockade 
running adventure, by George Cary Eggleston. 
Illustrated by C. C. Emerson. Pp. 376. 
This is a stirring story of adventure during the Civil 
War. A young officer and two companions are detailed 
by the Confederate Government to carry important papers 
to Nassau, in the Bahamas. The voyage was made in a 
small sailboat. Getting through the Federal blockade, at 
Charleston, the shipwreck, and the successful termination 
of the venture, form a story that holds the reader's atten- 
tion to the very end. The manliness and spirit of the 
young heroes impresses one in the most wholesome 
manner. 

No. 15. On the Frontier with St. Clair, by Charles S. 

Wood. Illustrated by C. C. Emerson. Pp. 

343. 

No states have a more interesting pioneer history than 

Ohio and Indiana. The sturdy men and women that came 

into these states have never been surpassed in honesty, 



55 



courage and sterling worth. The author makes St. Clair 
and his disastrous campaign the center of a most interest- 
ing story. The hardships of the settlers, their dangers 
and suffering from Indian attacks, their skill in meeting 
hard conditions and their fine Americanism, are all told 
in a fascinating manner. 

No. 16. Miss Lochiuvar, A Story for Girls, by Marion 
Ames Taggart. Illustrated by W. L. Jacobs 
and Bayard F. Jones. Pp. 261. 
While this is a story for girls, men, women and boys will 
enjoy it as well as girls. Janet Howe is a bright, sensible 
girl who has grown up in a western village. Her uncle, a 
wealthy broker of New York, invites her to spend the 
winter with his family, which consists of himself, wife and 
six children. The invitation is made without consulting 
his family, and is received by them with various expres- 
sions of dissatisfaction and disgust. Sydney, the eldest 
son, in derision calls her Miss Lochinvar. Janet comes 
as an unwelcome guest into this family of selfishness. By 
her unselfishness, her tact and her uniform good humor, 
she wins them all, and better than that, gets them to know 
and love each other. 

No. 17. The Thrall of Leif the Lucky, A Story ol 
Yiking Days, by Ottilie A. Liljencrantz. Il- 
lustrated by Troy and Margaret West Kinney. 
Pp. 354. 
The author of this work has entered an almost virgin 
field, that of the Norseland. The work is well done, so 
well, indeed, that the reader soon finds himself breathing 
the very atmosphere of the Vikings. The manners, cus- 
toms, and religious beliefs of the Norsemen are ingeniously 
interweven with the history of Alwin, a captive from 
Northumbia, who becomes the Thrall of Leif. A rugged 
northern love story makes the book doubly interesting. 

No. 18. For the Honor of the School, by Ralph Henry 

Barbour. Illustrated by C. M. Eelyea. Pp. 

253. 

This is a first class school story, with athletics as its 

theme. It is refreshing and encouraging to read a book 



56 



which so strongly emphasizes clean and honorable athletics. 
" I will play fair," the.pledge of the Hilton players, is the 
key note. The athletic development of Wayne Gordon is 
interesting, and the evolution of his grit commendable. 

No. 19. The Horse Fair, by James Baldwin. Profusely 
illustrated. Pp. 418. 
In a very clever way, and under the guise of a fair, the 
story of the famous horses of the world, both real and myth- 
ical, is told. The theme is a pleasant one and the treat- 
ment is masterly. Instruction and amusement, truth and 
fiction, are so cleverly united that the reader's attention is 
held closely to every page. 



THE READER MAGAZINE. 

An Illustrated Monthly. 

The Indiana Reading Circle has arranged to offer this 
magazine to teachers, pupils and school libraries at a 
special rate. The regular price is $3.00 a year, but by 
adding $1.00 to an order for books amounting to $2.00 
or more, a full year's subscription may be secured. 

The Indiana Young People's Reading Circle, 

A. L. Gary, Manager. 



57 



LIST OF BOOKS FOR J904-J905. 



READ THE FOLLOWING CAREFULLY. 

1. The mailing price should be sent for orders amount- 
ing to less than $2.00, and for ALL ORDERS to be sent 
where there is no express office. 

2. If you have no express office in your town, please 
state the express office to which you prefer your books 
sent. 

3. We are not responsible for books sent by mail. The 
mailing price is given in the second column below. 

4. Books will be sent, transportation prepaid, on re- 
ceipt of prices given, prior to July 1st, 1905, subject to 
the above conditions. 

5. Send DRAFT, MONEY ORDER or registered let- 
ter. The purchaser MUST PAY COST OF REMIT- 
TANCE. 

6. For $2.00 worth of these books and $1.00 additional 
we will send The Reader Magazine (a $3.00 monthly) 
for one year. 



58 



LIST OF YOUNG PEOPLE'S READING CIRCLE 
BOOKS FOR YEAR 1904-1905. 





Names of Books. 


Authors. 


o 

CO 
CO . 

<° E 

u~ 
ft be 

a 


'3 

>> 

pq 


1 
? 


Second Grade. 
TheRoggie & Reggie Stories 


Smith 

Smith 


$0 80 
30 
30 
35 

55 
30 
55 

55 

85 
75 
35 
60 

75 
80 
80 
85 

85 
80 
80 


$0 90 
40 


:-? 


The Snow Man 


35 


4 

5 

6 


Stories of Mother Goose Village. 

Third Grade. 

Miss Muffet's Xnias Party 

Viking Tales 


Bigham 

Crothers 

Hall 


40 

60 
35 


7 


Little Polly Prentiss 


Gould 

Elmslie 


65 


8 




65 


q 


Fourth and Fifth Grades. 


95 


10 




Green 

Proctor 

Johnston 

Billings 

Eggleston — 
Wood 


85 


11 




40 


12 

13 
14 
15 


The Little Colonel's Holidays. . . 

Sixth and Seventh Grades. 

Red Man of Quality 

The Bale Marked Circle X 

St. Clair on the Frontier 


70 

80 
90 
90 


16 


Taggart 

Liljencrantz . 

Barbour 

Baldwin 


95 


17 
18 
IP 


Eighth and Advanced 
Grades. 

The Thrall of Leif the Lucky. . . . 

'For the Honor of the School 

The Horse Fair 


95 
90 
95 




Sets 






Total 










$11 90 


$13 55 











The Header Magazine $1.00 Extra. 



50 



" A good book is the precious lifeblood of a master spirit 
embalmed and treasured up on purpose to a life beyond 
life."— Milton. 

"God be thanked for good books. They are the voices 
of the distant and the dead, and make us heirs of the spir- 
itual life of the past ages. In the best books great men 
talk to us, give us their most precious thoughts and pour 
their souls into ours." — Channing. 

"A taste for books is the pleasure and glory of my life. 
I would not exchange it for the glory of the Indies." — 
Gibbon. 

"If the crowns of all the kingdoms of Europe were laid 
down at my feet in exchange for my books and my love of 
reading, I would spurn them all." — Fenelon. 



LIBRARY OF CONGRESS 
019 747 964 4 * 



